TRAINING FOR QUALITY
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INTRODUCTION
e to job responsibilities. In the past decade, however, there has been a shift in t
ding pace. All of these combined have made a strong case for shifting our approac
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INTRODUCTION
dership training for the executives. Traditionally the training person or department w
nd education has extended throughout the organization, increasing the scope of activit
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
ent of quality training in this environment. Some key components of this are :
ity for its implementation and effectiveness. This accountability and responsibil
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
matter may be internally sourced, or may be outsourced to external quality traini
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
cal expertise on quality, much the same as key sales professional would share thei
erstanding of who the customers are, what their needs are, and what the features s
ssociates on tools and techniques that they will never use. It was commonplace in
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
ses these key areas: quality awareness, executive education, management training, t
ement, planning, and control ;customer focus; measurement and data collection; rewa
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
ucation was treated in the same way as other quality training. Executives were ask
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
s do not necessarily need to know all of the technical how-to’s of a particular su
ge of the implementation time line.
ive professional one-on-one guidance.
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
ne.” Peer lecture adds a sense of reality to the quality subject matter. This is be the materials, tools a plan to engage in a systematic quality education process.
d choose specific subject matter and applications which are the most appropriate.
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
rom first-line manager (just below the executive level) to supervisor. Individuals
n to include quality improvement tools. Additionally, they must be trained to be s
and analyze data and present the resulting information for decision making. for “
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
plan for quality has been developed and not implemented. The reasons stated are in
.
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
tes a segment of its overall training budget to training for quality. Identifying
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
ere is, however, one constant trend: quality departments and the training function
a learning barrier.
is deployed throughout the organization. These training professionals report dire
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MANAGEMENT OF THE QUALITY TRAINING FUNCTION
developing its own tactics and deploying them within their areas of responsibilit
lity system implementation as facilitator, team leader, or team member.
ffective supplement to their training efforts and already lean quality department
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CURRICULUM DESIGN
ents of this process are:
aining) to determine how to best apply the training to their business environment
ledge. These learning events may take the form of problem-solving exercises, role p
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CURRICULUM DESIGN
f instructions describing how to evaluate the content and design. The pilot testin
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IMPLEMENTATION AND DELIVERY
ms, and facilities; the establishment of physical infrastructure and information t
.
structional techniques will be most appropriate for delivering the training. Train
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IMPLEMENTATION AND DELIVERY
as student contact time). Instructor-led delivery requires, on the average, 6 to 1
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IMPLEMENTATION AND DELIVERY
e within an organization. This decision usually depends on two factors: (1) the siz
tter knowledge and training skills, such as related to business process design and training using hired facilitators, trainers, and consultants. One favored source
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IMPLEMENTATION AND DELIVERY
nt (learner) performs the job about which the training is provided under the supe
s needed for quality management tools.
instructional packages, or conducted with the help of trainers, facilitators, ment
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IMPLEMENTATION AND DELIVERY
ch method, however, requires a skilled instructor to plan, prepare, present, and fa
time
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IMPLEMENTATION AND DELIVERY
e of making learning easier and more effective. TBT includes computer-supported le from which a student may learn.
hnology-based, and CMI can function independently as the manager of the instructio
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IMPLEMENTATION AND DELIVERY
tutorial, exercise and practice, instructional games, modeling and simulation, and
advanced subjects by groups of individuals who could not otherwise attend a learn
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IMPLEMENTATION AND DELIVERY
atories provide the means to achieve this. They are specifically designed for educ
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IMPLEMENTATION AND DELIVERY
ter teleconferencing. Over the past decade, three major developments have contribu
sectors , empowered cross-functional teams, and self-directed work teams d the collaborative implementation of projects within and among work teams.
as become a key strategy and, in many cases a prerequisite for achieving business
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IMPLEMENTATION AND DELIVERY
ically dispersed, or whose schedules conflict. Collaborative work practices allow
s learned, resulting in a specific work product. In either mode, participants can
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IMPLEMENTATION AND DELIVERY
ts is not obvious from casual observation; it has to be measured in terms of spec
, on-the-job application)
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EVALUATION
quality. Good training begins with an accurate assessment of training needs, and t
ality-related training is to enhance the value of the products and services of th
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EVALUATION
, since evaluations also must be continuously improved and adapted to changing ne
ually obvious enough to generate alarm signals to those directing the training pr
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THE FUTURE OF TRAINING FOR QUALITY
quality occupies a special position in the spectrum of training activities, as it
ilding, meeting management, and team facilitation—as necessary methods and techni
solving methodologies will be complemented and enhanced by artificial intelligenc
-quality analysis, activity-based management, and the like).
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